OECD Reviews of School Resources: Denmark 2016

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The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education.

The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as location, buildings and equipment; and other resources, such as learning time.

This series offers timely policy advice to both governments and the education community. It includes both country reports and thematic studies.



Assessment and recommendations

Danish students participate in the IEA (International Association for the Evaluation of Educational Achievement) Progress in International Reading Literacy Study (PIRLS) in Year 4 and in the Trends in Mathematics and Science Study (TIMMS) in Year 8. In the 2011 round of assessments in mathematics and science, Danish students scored above the TIMMS scale centrepoint, but below the TIMMS Advanced and High International Benchmarks. In the reading assessment, Danish students reached excellent results above the PIRLS scale centrepoint and the PIRLS High International Benchmark. This result places Denmark among the top eleven high-achieving countries. Over time, Denmark has increased its performance in mathematics and science (between 2007 and 2011) as well as in reading (between 2006 and 2011).


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